Instructional Planning(iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: Earth and Life Grade Level: 11 Quarter: 1 Date:
Science Duration: 1hr
Origin and Structure of the Earth

Learning Competency/ies: 1. State the different hypotheses explaining the origin of Code:
(Taken from the Curriculum Guide) the universe. S11/12Es-Ia-e 1

Key Concepts /
Hypotheses of the universe
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information duplicate, list, memorize, repeat,
something with and retrieve relevant knowledge describe, reproduce
familiarity gained from long-term memory
through experience interpret, exemplify, classify,
Understanding
or association
The learner can construct meaning summarize, infer, compare, Discuss how the universe is formed based on
explain, paraphrase, discuss
from oral, written and graphic varied hypotheses.
messages

Skills Applying execute, implement, Illustrate the hypothesis that he/she believes
The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate, would explain the origin of the universe.
through deliberate, situations or in a new way convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between compare, contrast, organize,
smoothly and parts and determine how they outline, attribute, deconstruct
adaptively carryout relate to one another, and to the
complex activities overall structure and purpose
or ... the ability,
coming from one's
Evaluating coordinate, measure, detect, Judge which hypothesis would best explain the
The learner can make judgments defend, judge, argue, debate,
knowledge, practice,
and justify decisions describe, critique, appraise, origin of the universe.
aptitude, etc., to do evaluate
something
Creating generate, hypothesize, plan,
design, develop, produce,
The learner can put elements
construct, formulate, assemble,
Develop his/her hypothesis which would explain
together to form a functional
whole, create a new product or devise the origin of the universe.
point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, Self-esteem, Self-confidence,
feelings or willingness to hear, selected attention Wellness, Respect, Honesty,
emotional Behavioral Verbs: ask, choose, describe, Personal discipline,
areas. erect, follow, give, hold, identify, locate, Perseverance, Sincerity,
A settled name, point to, reply, select, sit, Study, use Patience, Critical thinking, Open-
way of 2. Responding to Phenomena - Active mindedness, Interest, Courteous,
thinking participation on the part of the learners. Obedience, Hope, Charity,
Present his developed hypothesis in class.
or feeling Attends and reacts to a particular Fortitude, Resiliency, Positive
about phenomenon. Learning outcomes may vision, Acceptance, Determined,
someone emphasize compliance in responding, Independent , Gratitude,
or willingness to respond, or satisfaction in Tolerant, Cautious, Decisive,
something responding (motivation). Self-Control, Calmness,
, typically Behavioral Verbs: aid, answer, assist, Responsibility, Accountability,
one that is comply, conform, discuss, greet, help, label, Industriousness, Industry,
reflected perform, practice, present, read, recite, Cooperation, Optimism,
in a report, select, tell, write Satisfaction, Persistent,
person’s 3. Valuing - Attaches to a particular object, Cheerful, Reliable, Gentle,
behavior phenomenon, or behavior. This ranges from Appreciation of one’s culture,
simple acceptance to the more complex Globalism, Compassion, Work
state of commitment. Valuing is based on Ethics, Creativity,
the internalization of a set of specified Entrepreneurial Spirit, Financial
values, while clues to these values are Literacy, Global, Solidarity,
expressed in the learner's overt behavior Making a stand for the good,
and are often identifiable. Voluntariness of human act,
Behavioral Verbs: work, complete, Appreciation of one’s rights,
demonstrate, differentiate, explain, follow, Inclusiveness, Thoughtful,
form, initiate, invite, join, justify, propose, Seriousness, Generous,
read, report, select, share, study Happiness, Modest, Authority,
4. Organization - Organizes values into Hardworking, Realistic, Flexible,
priorities by contrasting different values, Considerate,
resolving conflicts between them, and Sympathetic, Frankness
creating a unique value system. The
emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate,
modify, order, organize, prepare, relate,
synthesize
5. Internalizing values - (Characterization): Has Display enthusiasm and ownership in presenting
a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, his/her developed hypothesis.
and most importantly, characteristic of the
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate,
display, influence, listen, modify, perform,
practice, propose, qualify, question, revise,
serve, solve, verify

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, 1. Maka-Diyos Display his appreciation to the role of God in the
learner's willingness to hear, selected attention Love of God, Faith, Trusting ,
principles Behavioral Verbs: ask, choose, describe, Spirituality, Inner Peace, Love of formation of the universe.
or erect, follow, give, hold, identify, locate, truth, Kindness, Humble Genesis 1 Creation Story
standards name, point to, reply, select, sit, Study, use
of 2. Responding to Phenomena - Active
behavior; participation on the part of the learners.
one's Attends and reacts to a particular
judgment phenomenon. Learning outcomes may
of what is emphasize compliance in responding,
important willingness to respond, or satisfaction in 2. Maka-tao
in life. responding (motivation). Concern for Others, Respect for
Behavioral Verbs: aid, answer, assist, human rights, Gender equality,
Go comply, conform, discuss, greet, help, label, Family Solidarity, Generosity,
beyond perform, practice, present, read, recite, Helping, Oneness
learner’s report, select, tell, write 3. Makakalikasan
life on 3. Valuing - Attaches to a particular object, Care of the environment,
earth, phenomenon, or behavior. This ranges from Disaster Risk Management,
include simple acceptance to the more complex state Protection of the Environment,
more than of commitment. Valuing is based on the Responsible Consumerism,
wealth internalization of a set of specified values, Cleanliness, Orderliness, Saving
and fame, while clues to these values are expressed in the the ecosystem, Environmental
and would sustainability
affect the learner's overt behavior and are often 4. Makabansa
eternal identifiable. Peace and order, Heroism and
destiny of Behavioral Verbs: work, complete, Appreciation of Heroes, National
millions demonstrate, differentiate, explain, follow, Unity, Civic Consciousness, Social
form, initiate, invite, join, justify, propose, responsibility, Harmony,
read, report, select, share, study Patriotism,
4. Organization - Organizes values into Productivity
priorities by contrasting different values,
resolving conflicts between them, and creating
a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate,
modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has

a value system that controls their behavior. The
behavior is pervasive, consistent, predictable,
and most importantly, characteristic of the
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate,
display, influence, listen, modify, perform,
practice, propose, qualify, question, revise,
serve, solve, verify
2. Content The formation of the universe and the solar system
3.LearningResources Book: Phoenix Earth Science 2016
Internet: video on different theories of the origin of the universe and solar
system
Materials: pictures of stars, paper, pen, coloring materials
Equipment: LCD projector, laptop

4. Procedures
4.1 Introductory Activity (5 minutes). This Short video on Creation Story
part introduces the lesson content. Although at
times optional, it is usually included to serve as 1. Give clinching words about the creation story/song
a warm-up activity to give the learners zest for 2. Essential questions:
the incoming lesson and an idea about what it
to follow. One principle in learning is that  How do feel about the video presented?
learning occurs when it is conducted in a  How does the universe created?
pleasurable and comfortable atmosphere.
3. Present the learning competencies, performance standard and specific
learning objectives
4.2 Activity (8 minutes). This is an interactive Think-Ink-Pair-Share Activity
strategy to elicit learner’s prior learning 1. Essential Question: How does the universe is being created?
experience. It serves as a springboard for new
2. Each student thinks of the possible answer to the EQ, write down their answers; look for a
learning. It illustrates the principle that learning
starts where the learners are. Carefully pair then share their answer. ( 3 rounds) Then call 2 – 3 students to share their answer in
structured activities such as individual or group big class.
reflective exercises, group discussion, self-or
group assessment, dyadic or triadic interactions,
puzzles, simulations or role-play, cybernetics
exercise, gallery walk and the like may be
created. Clear instructions should be considered
in this part of the lesson.
4.3 Analysis (4 minutes). Essential questions Shout Out
are included to serve as a guide for the teacher
in clarifying key understandings about the topic
at hand. Critical points are organized to How do you feel about the activity you have done?
structure the discussions allowing the learners Do you believe the insight’s presented by your classmate? Why or why not?
to maximize interactions and sharing of ideas
and opinions about expected issues. Affective
questions are included to elicit the feelings of
the learners about the activity or the topic. The
last questions or points taken should lead the
learners to understand the new concepts or
skills that are to be presented in the next part of
the lesson.

4.4 Abstraction (15 minutes).This outlines At this phase, present the theories using conceptual mapping/video/matrix. (last part present my
the key concepts, important skills that should be theory which best explains my belief about the origin of the universe – as guide).
enhanced, and the proper attitude that should
1. Present several hypotheses about the origin of universe. (Video or matrix) Note: for video
be emphasized. This is organized as a lecturette
that summarizes the learning emphasized from ask students to take down notes using the Cornell notes.
the activity, analysis and new inputs in this part 2. Ask the students the following questions:
of the lesson.
a. How do you feel after you see the video or matrix?
b. What hypotheses are similar?
c. What hypotheses are different?
d. Based on the responses, what is your idea about the origin of the universe?

4.5 Application (20 minutes).This part is Draw Me Activity

structured to ensure the commitment of the Ask students to choose a theory which they think best explains the origin of the universe. They
learners to do something to apply their new
should draw the theory, explain their preposition and share it to group.
learning in their own environment.

My Theory Activity – formulate and draw their own theory

4.6 Assessment: For the Teacher to: a) Rubrics: My Theory (20 points) – graded (Product Output)
Assess whether learning objectives have been 1. Organization of thoughts – 5 points
met for a specified duration,b)Remediate and/or
2. Cleanliness of work – 5 points
enrich with appropriate strategies as needed,
and c) Evaluate whether learning intentions and 3. Understandable of visuals – 5 points
success criteria have been met. (Reminder: 4. Clear oral presentation of his/her theory – 10 points
Formative Assessment may be given before,
during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible
Activities
a) Observation Investigation,
(Formal and informal Role Play,
observations of learners’ Oral
performance or behaviors are Presentation,
recorded, based on assessment Dance,
criteria) Musical
Performance,
Skill
Demonstratio
n, Group
Activity (e.g.
Choral
Reading),
Debate,
Motor &
Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Hands-on
Math
Learners / Activities,
Conferencing Written Work
(Teachers talk to and question and Essay,
learners about their learning
to gain insights on their
Picture
Analysis,
Think-Ink-Pair-Share
understanding and to progress Comic Strip,
and clarify their thinking) Panel
Discussion,
Interview,
Think-Pair-
Share,
 Reading

c) Analysis of Worksheets
for all
Learners’ Products subjects,
(Teachers judge the quality of
Essay,
products produced by learners
according to agreed criteria)
Concept
Maps/Graphi
My Theory ________________
c Organizer,
Project,
Model,
Artwork,
Multi-media
Presentation,
Product made
in technical-
vocational
subjects
d) Tests Skill
(Teachers set tests or quizzes Performance
to determine learners’ ability Test, Open-
to demonstrate mastery of a Ended
skill or knowledge of content) Question,
Practicum,
Pen and
Paper Test,
Pre and Post
Test,
Diagnostic
Test, Oral
Test, Quiz
4.7 Assignment (1 minute). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Read the different theories that governs the creation
of the solar system

4.8 Concluding Activity (2 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Quote about the universe/Earth
parable or a letter that inspires the learners to do something to practice their new learning.

1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

3. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: Mrs. Kathleen B. Cabacaba School: Gaas National High School
Position/Designation: Teacher II Division: Cebu Province
Contact Number:0922-8362050 Email address: markate_2008@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others